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Learning to analyse and write extended speech acts in the foreign language classroom

Learning to analyse and write extended speech acts in the foreign language classroom AbstractAn approach is presented for familiarizing foreign language learners with the content and organization of extended written speech acts. It comprises awareness-raising activities (e.g. matching text segments with functional glosses, providing glosses for text segments), manipulation tasks (e.g. reconstructing texts whose functional components are provided in jumbled order) and writing tasks (e.g. drafting texts at first by following directions which specify functional components, and then by drawing on descriptions of communicative scenarios). The approach shows how explicit training in linguistic-textual strategies can enable foreign language learners to develop metalinguistic awareness (i.e. to recognise the connections between linguistic forms and functions) and to develop interactional skills (i.e. to verbally negotiate social rights and duties effectively and politely). http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Lodz Papers in Pragmatics de Gruyter

Learning to analyse and write extended speech acts in the foreign language classroom

Gesuato, , Sara
Lodz Papers in Pragmatics , Volume 8 (2): 25 – Nov 1, 2012
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Publisher
de Gruyter
Copyright
©[2012] by De Gruyter Mouton Berlin
ISSN
1898-4436
eISSN
1898-4436
DOI
10.1515/lpp-2012-0011
Publisher site
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Abstract

AbstractAn approach is presented for familiarizing foreign language learners with the content and organization of extended written speech acts. It comprises awareness-raising activities (e.g. matching text segments with functional glosses, providing glosses for text segments), manipulation tasks (e.g. reconstructing texts whose functional components are provided in jumbled order) and writing tasks (e.g. drafting texts at first by following directions which specify functional components, and then by drawing on descriptions of communicative scenarios). The approach shows how explicit training in linguistic-textual strategies can enable foreign language learners to develop metalinguistic awareness (i.e. to recognise the connections between linguistic forms and functions) and to develop interactional skills (i.e. to verbally negotiate social rights and duties effectively and politely).

Journal

Lodz Papers in Pragmatics – de Gruyter

Published: Nov 1, 2012

Keywords: speech acts; teaching of pragmatics; foreign language learning; writing skills; functional components; interactional skills

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